TLQ-BOOK-3-Motivating Teaching and Learning Methods

Quality development at school

In-company classes

Motivating teachingand learning methods

Inspiration book

Lifelong Learning ProgrammeLifelong Learning Programme

www.tlqproject.eu

This project has been funded with support from the European CommissionThis publication reects the views only of the author, and the Commissioncannot be held responsible for any use which may be made of theinformation contained therein.

.t.gSticky NoteV. p.45 - Project based learnig

Published May 2012

Oscar Chueca SeguraJean-Paul DeledicquePatricia HoghCsar MarquesLuc BeelprezJess Cuadra Sols Montse Gonzlez BarrionuevoMarja LuopaOlga Roig ArnauWim SimoensSusana TrindadeArja TuovinenPeter Van de MoortelFrank Van Wolvelaer

Persons involved in the project:

Educational quality is of vital importance for the future of our society. This inspiration book focuses on the primary process in the classroom: teaching and learning as key factors for educational quality. This inspiration book gives some insights on the transitions we are facing towards future teaching and learning. We provide several methods and good practice examples. They illustrate how teaching enables active learning with motivated students.

Motivating teaching and learning methods | TL+Q | Inspiration Book 3


In-company classes

Motivating teaching and learning methods

Inspiration book

Lifelong Learning ProgrammeLifelong Learning Programme

7 | TL+Q | Inspiration Book 3

- PREFACE 11- PREFACE 11

1 INTRODUCTION 131 INTRODUCTION 13

1.1 Change or transition 13

1.2 The transitions we are facing 14

1.3 The challenge is how to increase the students motivation 15

1.4 Activating the Learning Zone 16

1.5 Conceptual framework - Tools for the teacher 17

1.6 Increasing students motivation 18

2 ASPECTSTOINCREASEMOTIVATION 212 ASPECTSTOINCREASEMOTIVATION 21

3 ACTIVEANDPARTICIPATIVESTUDYANDLEARNING 233 ACTIVEANDPARTICIPATIVESTUDYANDLEARNING 23

3.1 Description of methods 23

3.2 The key design elements 27

3.2.1 Initiating: stimulate the will to cooperate. Cooperative games. 27

3.2.2 Forming: arrange group formation. 27

3.2.3 Performing: active and participative study and learning (APSL) 29

3.3 Examples of good practice 30

3.3.1 Problem-based APSL 30

3.3.2 Project-based APSL 31

Tableofcontents


3.3.3 Jigsaw-based APSL 32

3.3.4 Cooperative-review-based APSL 33

3.4 Conclusions 34

4 TOPEERORNOTTOPEER 354 TOPEERORNOTTOPEER 35

4.1 Description of methods 35


4.2.1 Newsflash project 37

4.2.2 The reading aloud champion 38

4.2.3 The Weblog-project 39

4.2.4 Gantry crane-project 42

4.3 Conclusions 43

5 PROJECTBASEDLEARNING 455 PROJECTBASEDLEARNING 45

5.1 Description of method 46


5.2.1 Photo orienteering 49

5.2.2 Presentation of the school 50

5.2.3 Access control device 51

5.2.4 JOEOUTOAUTO-project 51

5.3 Conclusions 52


6 GEOCACHING,MOODLEANDINTERACTIVETOOLS 556 GEOCACHING,MOODLEANDINTERACTIVETOOLS 55

6.1 Geocaching 55

6.1.1 Practical description 56

6.1.2 Conclusions 58

6.2 Interactive whiteboard 59

6.2.1 Examples of Good Practice 60

6.2.2 Benefits 62

6.2.3 Points to consider 62

6.3 Moodle 63

6.3.1 Description 63

6.3.2 Examples of Good Practice 64

6.3.3 Results of the students enquiry regarding the use of Moodle 65

6.3.4 Conclusions 65

7 APPENDIXES 677 APPENDIXES 67

7.1 Cooperative Games and methodologies 67

7.2 Group implementation in the classroom 69

7.3 Explanation of the steps to perform the strategies 70

7.4 Active and Participative Methodologies 71

Activeandparticipativestudyandlearningworksheets 75 Activeandparticipativestudyandlearningworksheets 75

7.5 Problem-based APSL 75

7.6 Project-based APSL 77

7.7 Jigsaw-based APSL Vocational and laboral guidance 79

Jigsaw-review-based APSL Computing 80

7.8 Cooperative-review-based APSL 82

7.9 Presenting a newsflash 83

7.10 Cooperative Games and methodologies 84

7.11 Photo orienteering 85

7.12 Geocaching Activity 86

7.13 Mathematics, physics and citizenship 87


11 Preface | TL+Q | Inspiration Book 3

PrefacePreface

The main aim of TEACH, LEARN AND QUALITY or TL+Q is to improve the quality of vocational education and training within Europe by means of creative and motivating teaching and learning methods which are embedded in a quality system supported by industry and service.

TL+Q focuses on actions that affect school management and class practice. The produced didactic support and tools for quality assessment have been tested, evaluated and validated during the project. All testing took place in cooperation with the associated partners such as industrial enterprises and services, advisory bodies and in-service training institutions. Validation was achieved by the TL+Q industrial partners.

Moreover, the validation process was also monitored by official educational policy makers. Setting up a quality system in schools stimulates reflective skills and competences. Gradual but constant improvement of the school quality results in a better educational performance and an enhanced employability. By introducing creative and motivating methods, students attitudes will improve and their eagerness and readiness to keep learning for life will be stimulated. Teaching and learning will keep pace with the changes and demands of industry and services.

TL+Q developed three key items, which contribute to the improvement of educational quality:

Quality development at school In-company-classes Creative and motivating teaching and learning methods

The results of the exploration and practical research on each item are assembled in an inspiration book. The three inspiration books contain evidence-based examples of good practice, transferable methodologies and testimonies of management, teachers/trainers and students.

The inspiration books support schools and companies as well as students who take part in in-company-classes exchanges and are downloadable from the web site www.tlqproject.eu To facilitate the reading of the inspiration books, we agreed on the use of school and students. When talking about a school, we also refer to a training centre, a centre for vocational education or a formation centre. And when talking about a student, we also mean a pupil or a trainee.

12 Preface | TL+Q | Inspiration Book 3

A teacher can also be a trainer or mentor and a principal is to be considered as the head of the organisation, training centre or enterprise. We dont make any gender distinction using names or titles, so a student, a principal, a teacher,... can be male or female.

And finally, this inspiration book is used as part of an internationalcourseoneducationalquality.See http://ec.europa.eu/education/trainingdatabase orhttps://webgate.ec.europa.eu/llp/istcoursedatabase.Search within the thematic field of the training: Pedagogy and didactics, School improvement and quality evaluation, School management and school autonomy and Quality development and Educational quality. Course title: Teach, Learn and Quality or Teach, Learn and Quality for adult education.(text involves writing AND reading)

13 Chapter 1: Introduction | TL+Q | Inspiration Book 3

Chapter1

IntroductionIntroduction

1.1 Changeortransition

We are talking about change but we are facing transitions. Change is situational, is fast and happens without people transitioning. For example the student uses a new textbook or the teachers use PowerPoint instead of overhead projection. Transition is a psychological process where people accept the details of the new situation and the changes that come with it. For example the changing way of teaching using ICT or cooperative learning activities are transitions. Transitions are slow processes with deep effects on all levels of the organisation and the people working in it. Changes are about using tools, different curricula transitions are about different ways of teaching related to different ways of learning.

Transitions are hard to cope with. There are three phases in the process: The end of a traditional way of thinking and doing. This phase comes with denial, shock, anger, frustration and stress.

Entering the neutral zone is the zone where the traditional security is gone and where the new way of doing is not clear and transparent. It comes with emotions of ambivalence, scepticism, moving to acceptance.

Establishing the new situation is a beginning of a new flow. It comes with impatience, hope, and enthusiasm.

Schools as educational organisations are facing turbulent and radical transitions, and so are teachers. This inspiration book tries to give suggestions for teachers in the neutral zone by providing very practical methodological examples, approved and tested by colleague teachers who successfully adopted new ways of teaching.


1.2 Thetransitionswearefacing

The transitions are situated on different axes (here defined as polarised statements):

1. New ways of learning: transitions from traditional to socio-constructive learning.

Movingfrom toUseful activities Meaningful activitiesFocus on the product Focus on process and procedureApplying knowledge Building knowledgeDiploma as a primary target Lifelong learningFormal learning Authentic learningExecuting tasks Taking up responsibilities Mainly receptive skills Higher thinking skills such as

experimenting and explainingSingle intelligence Multiple intelligenceComparing to the average BenchmarkingAnalytic thinking Holistic thinkingLearner as a passive receiver Learner as the owner

of the learning process

2. From traditional ways of teaching to new ways of teaching.

Movingfrom toClassical class teaching methods Group workSupply driven Demand drivenLearning for reproduction in tests Learning to apply in life situationsTeacher as an expert Teacher as a coachLinear curriculum Circular curriculumSubject teaching Tasked-based, problem-solving

projectsSelected sources Open sourcesLearning only at schools Learning anywhere and anytimeStandardization as a goal Differentiation as a goal


3. Some additional questions to be answered in the future but already in research.

What are our students like? And how is puberty influencing the behaviour of our young people?

What about the complex environment in which young people are growing up and are finding their way? Modern life results into a marked deconstruction of values and social structures, along with a considerable increase of the fun factor.

What about the brain research and the consequences for learning and teaching; for example mind mapping, multiple intelligence, learning styles,

What about peer influence? The influence of peer groups has often become more important than the impact of parents during puberty. How can we use peer feedback in educational situations?

1.3 Thechallengeishowtoincreasethestudentsmotivation

One of the key factors for success is increasing the motivation of students. Recent research defined some conclusions for teachers1.

What can teachers do apart from teaching their subject? Connect to the personal interests of students. Let them give feedback from their own point of view and appreciate the personal aspect of it. Use their social communication platforms such as digital cloud, mobile phone, Facebook

Make it relevant for them. Connect the content to current situations. Use examples from their world of living.

Be authentic and give positive attention and confirmation. Transfer your own enthusiasm into enhanced motivation in learning.

Introduce the possibility to choose. It results in ownership and ownership creates intrinsic motivation.

Suggestions from colleagues: Show empathy to the student Let students reflect on their learning behaviour Give transparent explanation and feedback Let them contribute to the contents of the lessons Enrich with differentiation activities Use different cooperative learning formats

1. Dries Heij, Deby Ondaatje, Danille Tokarski en Michal van Veen, Universiteit Utrecht, IVLOS lerarenopleiding,

gamma cluster, February 2009 -January 2010 and Ebbens en Ettekoven (2005)


1.4 ActivatingtheLearningZone

Effective learning should focus on facilitating the students learning, rather than focusing on evaluation and reporting issues of the process. Students make most progress when they are challenged to leave the comfort zone and enter the learning zone.

Some general suggestions and examples of good practice

Teachers should find a balance between curriculum-driven and learners-driven didactic processes and also adjust the balance between content-driven and skills-driven didactic approaches.The main line for action is to engage the student into the learning process. Reflection, personal goal setting and self-knowledge will become ever more important in future professional and personal environments. It will become a challenge for teachers to activate each students personal learning motivation.Future abilities include knowledge and skills which help young people to survive in the ever-changing world and to confront different options for the future. Following competences become essential:

Source: Futures Education, Irmeli Halines & Ritva Jrvinen, Finnish National Board of Education

Futureabilities

Selfknowledge

Changemanagement

skillsCreativity

Interactionand

cooperationskills

Survival skills,persistance,courage

Emotionalskills

Thinking,imagining andbuilding skills Participating

andinuencing

skills


1.5 Conceptualframework-Toolsfortheteacher

Before tackling the problem, it is worth mentioning some remarks on teaching, learning and motivation.

Education involves the process of content transmission and favours student socialisation.

Teaching induces and produces a systematic transformation in the students, in a progressive and dynamic manner, so that their cognitive abilities are continuously evolving.

To gather and select new information and ideas or to develop skills students have to work actively on well-defined targets.

An effective learning process can be defined as follows: It is an active and constructive process in which students assimilate the information and relate this new knowledge to a framework of prior knowledge.

It requires a challenge that opens the door for the student to actively engage his peers, and to process and synthesise information rather than simply memorise and reproduce it.

Students bring multiple perspectives to the classroom: diverse backgrounds, learning styles, experiences and aspirations.

It is influenced by the context and activity in which it is embedded. It flourishes in a social environment where conversation between students takes place and they become practitioners.


1.6 Increasingstudentsmotivation

Jere Brophy introduces four factors influencing students motivation2:

stimulation through modelling communication of expectations direct instruction socialization by significant others (especially parents and teachers)

In addition to these factors, good evidence on students motivation is given in the final report of the Enhancing School Quality in Europe, ESQ-EUR Comenius multilateral project (SSDP/06/CO/R2/04). In this report the authors developed, by using the methodology of the Goal Oriented Project Planning3, a problem tree, which helps to identify problems that could lead to a decrease in motivation with students according to cause-effect logic (as you can see in Figure 1).

Figure 1: The problem tree

The problem tree is to be read from the bottom, each step being the cause of the following. This sort of logical project framework could help in planning objectives and later activities.

The problem tree

UnmotivatedStudents

Boring learning activities

Inadequate teaching strategies

Non-Flexible school organisation

Lack of cohesion among groups of teachers

Students low self-esteem

Inadequate learning strategies

Widespread social model with low consideration for study

Unmotivating contents

Study perceived as useless

Wrong choice of school

Low employability

-teacher relationship

Students personal problems

Students family problems

Students uneasiness at school

Scarcely motivated teachers

students study-overload


By restating the problems into realistic objectives, an objective tree which shows the desired situation was suggested (see Figure 2). The objective tree converts the problems into objectives, and helps to identify possible solutions and intervention areas which should/could be improved or realistically implemented. In our case, the diagram shows the steps that could lead to motivated students.

The objective tree

MotivatedStudents

interesting learning activities

Flexible and varied teaching strategies

Flexible school organisation

Cohesion among groups of teachers

Students high self-esteem

Appropriate learning strategies

Social appreciation of study

Motivating contents

Study perceived as useful

Guidance for school choice

Employability

Good student-teacher relationship

Absence of students personal problems

Students councelling

Students well-being at school

Motivated teachers

Well distributed study-activities

Figure 2: The objective tree

20 Chapter 2: Methods & principles for increasing motivation | TL+Q | Inspiration Book 3


Chapter2

MethodsandprinciplesMethodsandprinciplesforincreasingmotivationforincreasingmotivation

Self-esteem flourishes from action and activity,from trying to do something rather than passively avoiding action.

Some aspects to consider:

Teacher

Role Classroom Learning Evaluation Strategiesdesigner participative students-

centredstudents involvement

responsibilitiesinteriorise

organiser interactive attitudes change

socialisation agent cooperative social habits improve

environment pleasant effectiveness

Figure 3. The teachers focus tree.

The TARGETT model suggests considering the following parameters1:Task motivation, Autonomy, Rewards, Grouping, Evaluation & feedback, Time for learning, and Teacher expectations.

To favour students communication with others in the classroom, we suggest small groups of two to four students as a starting point and as a basic classroom working structure. This criterion is based on the fact that group size marks considerable effect on student participation in oral activities. In big groups, shy or passive students tend to fall in silence and let the most talkative ones do the talking. In this small group:

Students will work together for the completion of the taskEveryone will be awarded his/her responsibility and role and will commit himself/herself to accomplish it in the best way possibleLabours division will be established by assigning task roles or maintenance roles.

1. WOOLFOLK, ANITA (2001). Educational psychology. Eighth edition. Boston: Allyn and Bacon


Additionally, in these small student groups a quantitative change in attitudes will be encouraged:

to know and accept a group of equals to learn to cooperate to feel the group identity among students to stimulate learning for obtaining common objectives to facilitate intellectual and affective development to provide security in learning to encourage the individual accountability for the learning of the other members in the group

to facilitate collaboration skills to stimulate common goals within the work groups

We introduce and explain some selected examples of active student-centred learning and the procedure used in order to create a participative, interactive and cooperative atmosphere. The participative strategies and the work in small groups are meant to maximise the acquisition of the main competences and the academic contents, and to develop interpersonal skills and teamwork abilities. They also provide a stable and supporting environment for learning, and the opportunity to experience the personal and academic growth that comes through learning. To support the application of these strategies in the classroom we introduce a worksheet, which is expected to be used as a guide for helping educators to implement and to organise the teaching and learning process, and to help teachers manage classes.

23 Chapter 3: Active and participative study and learning | TL+Q | Inspiration Book 3

Chapter3

ActiveandparticipativeActiveandparticipativestudyandlearningstudyandlearning

Students learn more by doing something active than by simply watching and listening. Bonwell, C. C. And J. A. Eison1

3.1 Descriptionofmethods

This part describes an approach that aims to promote active and participative study and learning (APSL) environment, providing strategies, methods and resources that support the effective student interaction in small study and learning groups. In order to make plausible and to understand the way the APSL methodologies work, they have been organized and developed in three steps: initiating, forming and performing. This conceptual framework helps to determine the path for modelling and development of collaborative and cooperative learning situations from different perspectives. These methodologies are offered as a set of structures, in which small groups work together toward a common goal. These strategies include cooperative student-student interaction over subject matters as an integral part of the learning process. Interaction can be as simple as having students in pairs briefly discussing points of a lecture, or can be very complex e.g. special training in communication and group skills and social roles etc.2

1. Active Learning: Creative Excitement in the classroom ASHE-ERIC Higher Education Report N 1.

George Washington University, 1991.

2. Chickering, A.W., and Gamson, Z.F. (1991). Applying the Seven Principles for Good Practice in Undergraduate

Education. New Directions for Teaching and Learning. Number 47, Fall 1991. San Francisco: Jossey-Bass Inc.

Pairs

Sporadicteams

Specialisedroleswithinteams

Consultingamongstudents

Class-buildingactivity

Teambuildinggames

INTERACTION

Specialistteams

Figure 4. Students interaction


The methodologies can be used separately during a theoretical or practical lesson, or in conjunction with other class activities. They can be used in a variety of ways, such as

30 seconds brainstorming activities five-minute team builders to introduce a lesson short activities to evaluate the students understanding a series of brief activities to teach content

These activities can take an entire class period or a number of classes. They also focus on the students motivation, by promoting an interactive and positive framework, where students have the opportunities to learn from one another, and to create a learning community. In this learning community five main active learning modes are promoted.

talking

writing

reflecting reading

listening

learningcommunity


The main goals of these methodologies are graphically described in the following mind map.

Figure 5. Active and Participative Strategies goals.

The APSL activities have been designed by bearing in mind the six elements of the cooperative learning instruction:1&2

positive interdependence individual accountability face-to-face promotive interaction teamwork social skills group processing

subject areas

academic achievement

graduation

high-level

learned material

self-esteem

situation

relationship with peers

in class

lower levels

greater intrinsic motivationACTIVE AND

PARTICIPATIVE STRATEGIES

positive attitudes

higher

greater persistance

reasoningcritical thinking skills

understanding deeper

higher

positivesupportive

learnachieve

anxietystress

more on-taskbehaviour

ability to viewothers perspective

1. Johnson D. W., R. T. Johnson and K. A. Smith, Cooperative Learning: Increasing College Faculty Instructional

Productivity, ASHE-ERIC Higher Education Report No. 4, George Washington University, 1991.

2. Kagan, S (1990). Cooperative Learning resources for teachers. San Juan Capistrano, CA.: Resources for

Teachers.


In order to foster motivation, teachers interested in these methodologies should take care of:

atmosphere: the classroom should be perceived by students as a supportive place where respect and sense of belonging are cultivated1

difficulty of tasks: they should be challenging but achievable2 relevance of what is to be learnt link with real world outside of school2 transparency of evaluation criteria activities and tasks should be defined in terms of their specific short-term objectives and purpose1

external rewards (grades, praise, etc.). Teachers should be considerate and cautious with negative feedback, which may cause a decline in intrinsic motivation to learn.

Finally, an important aspect of the approach suggested here, is the classroom organization and management:

Class

The classroom has to be arranged so that each student has equal and easy access to each teammate and all students are able to easily and comfortably see the teacher and the blackboard.The teacher has to establish a quiet signal which at any time quickly focuses all attention away from peer interaction and toward the teacher.Noise level is managed while teamwork is in progress.Prepare and give the classroom an enjoyable atmosphere. Efficient methods of distributing material are established.Class agreements enhance team as well as individual responsibilities.

1. Stipek, Deborah. MOTIVATION TO LEARN: FROM THEORY TO PRACTICE. Englewood Cliffs,

New Jersey: Prentice Hall, 1988.

2. Lepper, Mark R. Motivational Considerations in the Study of Instruction. Cognition and Instruction 5, 4 (1988)

289-309.


3.2 Thekeydesignelements

In this section, the organisational structure of the generic conceptual framework for APSL is described. This framework represents a generic approach which supports different cooperative learning situations and settings according to the specific way a students group is organised.

3.2.1 Initiating:stimulatethewilltocooperate.Cooperativegames.

The realization of cooperative games constitutes the first action of our approach. Its main goal is to initiate students into the new experience. They are designed to train interaction, team building, and cooperative and collaborative skills. In fact, the purpose of the games is multiple:

prepare the students to tackle the next phases (group formation and performing) better

get an initial feeling and information of how their classmates will think and act in group work

become familiar with group work skills through an exchange of opinions and ideas, discussion and reflection

These factors not only prepare the students but also motivate them further to be engaged in the real cooperative study and learning. They can make them conscious of possible benefits and problems intrinsic in cooperative group work.

See appendix 7.1 for examples of different cooperative games performed in different classroom groups of the Esteve Terradas i Illa Institute, Cornell de Llobregat (Barcelona), Catalonia, Spain.

3.2.2 Forming:arrangegroupformation.

To favour students communication with others in the classroom, we suggest small groups of two to four students as a starting point and as a basic classroom working structure. This criterion is based on the fact that group size has a considerable effect on student participation in oral activities. In big groups, shy or passive students tend to be silent and let the most talkative ones do the talking.

In a small group: students will work together for the completion of the task

everyone will be given a responsibility and a role and will commit himself to accomplish the task in the best possible way

division of tasks will be established by assigning task roles or maintenance roles


Additionally, in small student groups a quantitative change in attitudes will be encouraged:

know and accept a group of equals learn to cooperate stimulate learning for obtaining common objectives facilitate intellectual and affective development provide security in learning encourage the individual responsibility for the learning process of the other members in the group

facilitate collaboration skills stimulate common goals within the teams

The phase is used to carry out the rather complex task of group formation and organisation as well as to establish an accepted group normative. Some options for arranging group formation are suggested underneath:

Group

Formed by the teacher:on the basis of predetermined criteriato accentuate the positive effects of small-group learning

The group may be of any size, but it should range between 2 and 4.Maximise the heterogeneity.Groups meet regularly over an extended period of time.Provide time for internal organization and determination of team plan. Give time for the periodic review of the team function.Encourage the success in teams.

Other interesting aspects, related the use and effectiveness of the group implementation in the classroom are exposed in appendix 7.2. In addition to the options above, three main actions could be carried out to arrange group formation: introducing, negotiating, and norming.


If these phases were successful, easy and fast process are guaranteed.The ultimate discussion allows for disagreements to arise, be detected and solved. In case of serious conflicts, students still have the possibility to look for another group under construction that suits them better. In that case, even if a student has to search for a new group, the experience acquired serves him to find a more appropriate group faster.

It is worth mentioning that group formation procedure will be becoming an effortless and fast process. The students have experienced it two or three times and they are getting to know each other better.

3.2.3 Performing:activeandparticipativestudyandlearning(APSL)

Group members are now engaged in a cooperative active and participative study and learning. The type of methodology carried out by the students depends on the nature, the characteristics and the learning objectives of each subject matter. The variety of methodologies has been selected and adapted to the subject in order to facilitate their implementation in the classroom. Each methodology focuses on the development of cognitive skills for understanding, memorising and interpretation. In addition, the face-to-face student interaction enhances the development of interpersonal skills and teamwork abilities. A short description of some active and participative methodologies used in different classroom groups of the Esteve Terradas i Illa Institute (ET), Cornell de Llobregat (Barcelona), Catalonia, Spain, are given in appendix 7.3.

Finally, to use active and participative methodologies and to make groups cooperate, the teacher will take a series of steps in planning the strategy:

IntroducingStudents rst introduce themself by presenting relevant information that

their classmates could use to decide on possible group members.

Based on this introduction, an interaction between students begins in

order to form a group.

NegotiatingNegotiating should cover:- individual and group goals,- group cohesion (commitment of its members and responsibilities),- number of participants,- members specic characteristics, beliefs, needs and desires.

Negotiation will nally result in an initial proposal of group formation.

NormingThe purpose of this internal discussion is- to reach an agreement- to determine the details of the working methodology- to plan the functioning and the structure of the group.

A consistent agreement has to take into account:- timing- level of student knowledge and expertise- members specic roles and attitudes


Figure 6. Planning Active and Participative Strategies.

A description of every step can be found in the Appendix 7.4

3.3. Examplesofgoodpractice

In this session four different practices are explained underneath: problem-based APSL, project-based APSL, jigsaw-based APSL and cooperative review-based APSL. Please see appendix 7.5 till 7.8 for different examples of worksheets.

3.3.1 Problem-basedAPSL

The main learning goal for the students is to achieve cooperative study of the content in small groups of specialists. The activity is designed so that each group has to learn to resolve one single problem and then share it with the other groups, engaging the group members in simultaneous discussions. To elicit exchange among different groups, the inner-outer circle methodology was implemented. In this practice we focus on a methodological approach, in order to ensure that

Introduce the strategy

Model the strategy

Give explicit instructions

Divide the class into groups

Assign roles

Check for clarication

Set the task in motion

Monitor the task

Set a time for debrieng and feedback


students cooperate and reach the learning goals. In fact, training students to learn to cooperate proved to be an important factor, not only to enable them to achieve their main learning objectives, but also to make them realise that cooperating and sharing knowledge and worries with other people can improve their critical thinking skills.

In appendix 7.5, the instructional setting and the description of the different activities carried out in the problem-based APSL are provided in a worksheet.

3.3.2 Project-basedAPSL

There are several interesting ideas and issues that characterize this practice, which not only explore a new form of learning and teaching but also set the basis for the development of a model of cooperation from a different perspective.

We briefly present these issues below:

The course starts with a brainstorming session in order to activate previous knowledge. Then the course content is mind mapped and randomly assigned to different students.Each student acts as an expert and is responsible for only one part of the content. Additionally, different problems are suggested so that students should not only apply their knowledge acquired from their respective field of studies but also search for those pieces of knowledge that are missing in order to resolve the problems. This implies an important exchange of information among students.The technology includes components of a fuel injection system, a training Toyota engine, and diagnostic and measurement equipment. Moreover, three training workshops are carried out at the Electronic Department of the University of Barcelona (www.teti.el.ub.es).


Teachers role: the teacher plays a guiding, supporting and evaluating role in the process. In particular, he follows the evolution of the different steps and case studies day by day,guiding problem solving, offering cognitive support (clarifying doubts, giving ideas and recommendation), motivating assessing both the individual learner and the group as a whole.Students role: the student follows the individual task, communicates with his group membersmakes decisionssynchronises his own contribution with the rest of the classmates.The activities evaluated during the everyday process:capability to build and pool new knowledge attitude and skills in cooperationself-evaluation written tests application of TGT- methodologies (Team-Games-Tournaments)

You will find more info in appendix 7.6

3.3.3 Jigsaw-basedAPSL

The jigsaw system comprises a number of elementary steps. See figure below

According to Aronson (2008) there are ten steps considered important in the implementation of the jigsaw classroom:

Students are divided into a 5 or 6 person jigsaw group. One student should be appointed as the group leader. The days lesson is divided into 56 segments (one for each member) Each student is assigned one segment to learn. Each student should only have direct access to their own segment.

Students should be given time to read over their segment at least twice to become familiar with it. Students do not need to memorize it.

Temporary experts groups should be formed in which one student from each jigsaw group joins other students assigned to the same segment. Students in this

S1 S2

S4S3


expert group should be given time to discuss the main points of their segment and rehearse the presentation they are going to make to their jigsaw group.

Students come back to their jigsaw group. Students present their segment to the group. Other members are encouraged to ask questions for clarification.

The teacher needs to float from group to group in order to observe the process. Intervene if any group is having trouble such as a member being dominating or disruptive. There will come a point that the group leader should handle this task. Teachers can whisper to the group leader as to how to intervene until the group leader can effectively do it themselves.

A quiz on the material should be given at the end so students realize that the sessions are not just for fun and games, but that they really count.

This activity facilitates: the students accountability and responsibilities mutual acceptance discussion and exchange

The cooperative learning in jigsaw scenario considers each student as essential since each students part is also essential to achieve the learning goals and outcomes.

One of the core benefits of the jigsaw classroom is that it is a remarkably efficient way to study the material. But even more important, the jigsaw process encourages listening, engagement, and empathy by giving the group member an essential part to play in the achievement of the learning goals and outcomes. This cooperation facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.

For more details, see appendix 7.7.

3.3.4 Cooperative-review-basedAPSL

The evaluation methods have a considerable influence on how and what the students learn, and are one of the major factors influencing the teaching process significantly and directly. The selection of the evaluation methods, tailored to the objectives and the need of every situation, is an important part of the students learning and improvement of quality.

The objective of this activity is to test an alternative way involving students in the evaluation process. Both individual and group activities are important. In order to reach an acceptable score, students are dependent on the other group members score.

It is important to define questions and answers correctly. It is worth mentioning that this evaluation activity is compatible with any other as test or questionnaire. A detailed description of this activity can be found in the appendix 7.8.


3.4 Conclusions

There are several points of criticism concerning this methodology. Its not easy for students to adapt to this constructive approach of learning. Students might have initial problems when having to participate in joint activities, when having to organise knowledge and share it with others effectively.

Attention for the student as an individual might be too restricted. The methodology constitutes an important abandonment of master classes and solo learning effort.

Obstacles to the widespread implementation of APSL methodology are not insignificant, however.

The approach requires teachers to move away from the safe, teacher-centred methods that keeps them in full control of their classes to methods that deliberately turn some control over to students.

Teachers have to deal with the fact that while they are learning to implement the APSL approach, some mistakes might occur.

Teachers may also have to face and overcome substantial student opposition and resistance, which can be a most unpleasant experience, especially for teachers who are good lecturers.

Current pedagogical research shows that there is much to be gained by performing the teaching and learning processes in small cooperative groups to achieve common goals.

This form of studying and learning suggests new expectations and benefits for both the students and the teachers.

It is now possible to improve learning environments according to multi-dimensional practices.

The benefits of the APSL approach outnumber the difficulties that are faced when implementing it. Teachers who pay attention to APSL methodologies when designing their courses, who are prepared for possible negative student reactions, and who have the patience and the confidence to cope with these reactions, will be rewarded with better student learning and less attitude problems.

35 Chapter 4: To peer or not to peer | TL+Q | Inspiration Book 3

Chapter4

TopeerornottopeerTopeerornottopeer 1

When returning tasks to our students, many of the teachers in our school noticed that only a few of them neither read our comments nor even considered to use our feedback to improve the quality of their work.

At the same time we also noticed that students tend to rank their peers opinion higher than their teachers. A peer is a person who shares a similar or equal status and who is usually of roughly the same age, in this case a peer is a fellow student.

As students value the peers opinion higher than the teachers, we chose also to let them evaluate each other apart from the usual teacher evaluation.

This method can be used for the evaluation of skills, process and attitude.

4.1 Descriptionofmethods

Peer evaluation is a different approach to learning. Its an alternative way of evaluation. Peer evaluation means that students will evaluate other students, giving them the benefit of assessing someone elses work/product, group processes and (in the end) their own work by using pre-set criteria. Above this, peer assessment or peer evaluation can mean many things a means of raising the bar by exposing students to exceptionally good (or bad) solutions; peer grading of homework, quizzes, etc.; and an aid to improving team performance or determining individual effort and individual grades on team projects.2

Goals/Benefits By using peer to peer evaluation students will learnfrommistakes and/or success from other students.

Students will learn gradually to revisetheirownworkmorethoroughly (before handing it in) and to make(necessary)adaptations after having received the peers feedback.

Peer evaluation enhancescompetition and it stimulatescooperativelearning. Students will be involved more in learningprocesses. Motivation is increased remarkably by using peer evaluation. Students learn to be opentocriticism. Peer evaluation puts the student in a centralposition (as evaluation is seen as a means to help the student to make progress).

1. For more information on peer-coaching and learning, we refer to Chapter 7.2.9 of the inspiration book on


2. www.foundationcoalition.org Peer Assessment and Peer Evaluation


Through self-reflection (which is inherently linked to peer evaluation) students will be able to stipulate their own pointsoffocus.

Peer evaluation involves quite some responsibility among students while carrying out the evaluation.

Peer evaluation comprises the integrationofseveralskills (e.g. peer evaluation of a written text involves writing AND reading)

Feedback given by a peer frequently has more success than feedback given by a teacher.

Students learn to respect each others opinion.

Peerevaluation

learn from experience remarkable

increase inmotvation

stimulates cooperative learning

more involved in learning process

enhancescompetition

open tocriticism

stimulates

gives moreresponsibiltyto pupils

integration ofseveral skills

students in central position


4.2 Examplesofgoodpractice

4.2.1 Newsflashproject

In the first grade, students use a very simple evaluation form to judge the reading exercises of their fellow students. In the given example they have to read aloud a newsflash about the Japanese disaster.

First bend the twig, then bend the tree. It is very important to get our first grade students acquainted with peer evaluation in order for them to develop important attitudes, such as open-mindedness and respect. Through the years evaluation will be extended with more and more complex criteria.

At first they learn how to evaluate in an objective way, not using grades but smileys. Per student there will be two peer evaluators.

http://www.youtube.com/watch?v=ngJHi1V1Wws

Exampleofpossibleevaluationform

Iassess:

About:

Attitude/ Body Language

Eye contact with the audience

Intonation


4.2.2 Thereadingchampion

This sample of peer evaluation is part of a contest between some 15 technical schools in our region. All of our third and fourth years students can join in the competition. The first selection is done in every class itself: in each class students chose the best expressive reader using an evaluation form. Those best readers compete against each other in the school final, judged by a professional jury of teachers, the headmaster and our sixth grade students. Scores given by the other competitors are also part of the final decision.

http://youtu.be/p7OW-nFeoEg

ExampleofevaluationformScores ranged from 1 to 9 (1 being the lowest score, 9 being the highest score), in pronunciation, tempo of speaking, text interpretation and contact with public.

Name:

Score:

PrononciationInformal language used, many sounds and inadequate articulation

Occassionally uses dialect and articulation sounds sometimes less.

Uses the sounds of Standard Dutch and articulates well

1 2 3 4 5 6 7 8 9

Tempo of speaking

Tempo of speaking not adapted to the text. Submit inadequate or wrong breaks. Falters regularly

Tempo of speaking is generally sufficiently addapted to the text. The breaks are sufficiently well chosen. Sometimes falters.

Tempo of speaking is well adapted to the text. Used breaks at the right place at the right time. Read without a hitch.

1 2 3 4 5 6 7 8 9

Reading comprehensionRemains week. There is a gap between the meaning, scope and emotional content of the text on the one hand and the way further contribute. The text is not sufficiently supported by mimicry. Insufficient inflection.

Good attempt to fit the text to interpret. Makes good effort to functionally mimic the text to modify. Sufficient inflection.

Interprets the text in a good way. Shows that the meaning, scope and emotional content of the comments clearly understood. The mimicry is in line with the spirit of the text and supports him in an attactive manner. Good voice modulation.

1 2 3 4 5 6 7 8 9

Contact with publicSubmit insufficient contact with the public. Has hardly any eye contact. Strongly tied to the text.

Has sufficient contact with the public. Has sufficient eye contact. Is sufficiently independent to the text.

Explains a good contact with the public. Has good eye contact and is clearly separate from the text.

1 2 3 4 5 6 7 8 9

Comment:


4.2.3 TheWeblog-project

This is an alternative, creative and motivating way to have students make a task on a mandatory novel. It is also a combination of the four communicative skills writing, reading, speaking and listening as well as ICT.

http://www.youtube.com/watch?v=A06dabsXspY

Theprojectcomprisesseveralsteps: Each student has to read a novel (in this case it was the same novel for all the students).

While reading the novel each student has to keep an online diary (=weblog) about it. Students get a full description of the task with goals, minimum number of entries, links that have to be taken up, background info etc. At this stage the students are also informed about evaluation (teacher and peer) criteria laid down in an evaluation form. Strong classes might even draw up the criteria together with their teacher.

Name:

Evaluator:

Item Evaluation/assessmentThe weblog contains at least 10 personal messages/entries each consisting of min 5 sentences, proving that the student read the novel.The most recent entries are placed in the upper part of the list.The weblog contains at least 5 links to web pages with information on the subject.

Biography Links to work, analyses and reviews Interviews with the autor Quotes

The student has added some comment to each link.The weblog was updated on a regular basis.The weblog is presented as a diary.

The weblogs are then evaluated by the teacher and by the peers (student A will evaluate weblog of student B, student B will evaluate weblog of student C etc.). Teacher and peer evaluators make use of the evaluation form (see above in point 2). Peers take as many notes as possible (the first evaluation moment in the project).


In a next phase each peer evaluator gives a judgmental presentation of the weblog he evaluated. In order to comment on the presentation, students are asked to base themselves on the evaluation form (see above in point 2). Students should build up their presentations according to the evaluative text structure:What do you evaluate? What are the positive aspects of it? What are the weaker aspects? What is your overall conclusion?What could be better?

During this presentation the speaker will be (peer) evaluated by the teacher and a class member using an evaluation form which was communicated (or set up by students and teachers) previously.

Speakingskills-WeblogEvaluationformSpeaker: Evaluator:LANGUAGE 1 2 3 4 5

Criteria Feedback Formal language Natural and fluent

PRESENTATION 1 2 3 4 5Criteria Feedback

Body: open, calm, friendly, Eye contact

CONTENT 1 2 3 4 5Criteria Feedback

Evaluation structure Supported by enough arguments According to instruction

ATTITUDE 1 2 3 4 5Criteria Feedback

Willingness to:Do an effortBe critical

Well done

Still some work


At the end of this project the students are asked to fill in a self evaluation form.

Self-EvaluationWeblogEvaluationformName:PREPARATIONTask I completely understood the instructions.Timing I got hold of the novel in time.Weblog I had a clear image of how my weblog would look like

before I got started. I had a draft.

EXECUTIONTiming I started reading the novel in time.

I made entries on my weblog on a regular basis.Language I used diary style.

I used formal English. I kept an eye on spelling and grammar.

Technical I saw to presentation and lay-out. I provided enough links and other necessary information. I did not forget to make backups of my work.

REFLECTIONControl I proofread the whole text.

I checked if all links were active. I checked if everything was carried out according to instructions.


4.2.4 Gantrycrane-project

This project was one of our last year students Integrated Skills Project. The students who worked on this project attended an additional specializing, seventh year, named Controlling and monitoring. They developed a mechanical construction of four small-sized cranes (all fixed on a classroom table), lifting and moving mini-containers from one position to the other using remote control systems.Throughout the development of this mechanism, students are constantly evaluated by their teacher. Peer evaluation happens twice: somewhere halfway and at the end of the project (grades given to each other may account for 20 30 %) using the evaluation scheme in excel of which you will find an extract underneath. The whole file is listed in appendix number 7.10 and also in www.rubben.weebly.com

Productevaluation

Coefficient:

% Risk analysis% TCD

Project % Finishing% Functioning

RISKANALYSISQUESTIONS ANSWERS

Number of risks discussed? 0 1 >1 Question about all hazards: answer is Clear Incomplete Insufficient NoneMain risk fully analysed? Complete Incomplete Insufficient NoSafety analysis EN953 is present Yes No The result is unequivocal Yes No Correct choice of safety relay Yes No Question about choice safety relays: answer Clear Incomplete Insufficient None


Peer evaluation is an ideal way to prepare our students for real-life professional situations, in which employees frequently get judged by fellow employees, for example when working on the same machine. Its striking that some of my students seem to rate their fellow students opinion higher than the teachers. (Frank Rubben, teacher)

4.3 Conclusions

It is very important to inform the peer evaluator to focus on positive as well as negative aspects of the peers work/product. Some students might be too gentle with their fellow students, others might heavily criticize them.

Peer evaluators should be told to give as much feedback (not just grades) as possible.

Peer evaluation is a method that needs to grow, to get part of school culture. Evaluation criteria should grow as well, e.g. from simple to complex, from restricted amount to a larger amount, etc.. Teachers who implement peer evaluation should try to get colleagues working with it as well.

Evaluation criteria need to be pre-set (students should be informed about them or, ideally, help setting them up).

Teachers should know that traditional evaluation techniques are not banned and still can be used.

Teachers should have a good relationship of trust with their class and create an atmosphere of respect. It is very important for teachers to have a good insight in the students relations amongst each other in order to prevent bullying or students being made fools.

44 Chapter 5: Project-based learning | TL+Q | Inspiration Book 3


Chapter5

Project-basedlearningProject-basedlearning

Vocational education in Finland is based on national curricula, but the colleges and teachers are not bound by certain methods or restricted by national final examinations. This enables a relatively free approach to teaching. Teachers can implement the content of the curriculum according to the students interests, learning styles and skills, as well as their own. They are encouraged to try out different methods and develop their teaching. Local and regional conditions are often taken into consideration, too.

The teachers in the North Karelia College as well as the administrators of the North Karelia Educational Consortium have noticed that the traditional teaching and learning methods are not sufficient to serve the needs of the students and the working life. Some attempts to broaden the range of teaching methods have been made in recent years. A good example of this is a Leonardo TOI project called Plime1, which brought together vocational school students from six European countries to work on common projects using modern communication facilities and resulted in a project-based learning model. The increasing cooperation between European schools helps to transfer good practices over national boundaries. Several forms of eLearning are being utilised all over Europe and many schools are constructing Moodle platforms to enable and encourage new kind of learning in order to prepare the students for tomorrows world.

However, the organization and arrangements of teaching sometimes restrict the freedom of practical measures. For example, the school year in the North Karelia College is divided into five periods of 7-8 weeks, which causes some problems for integrating different subjects, because vocational and general subjects are taught during different periods. Teachers have many groups during the school week, which often hinders the co-operation between teachers and the holistic approach to teaching. This is exactly where project-based learning could provide the solution. It is important to show the students the interdependence of different subjects and the usefulness of being able to integrate various skills and knowledge.

1. http://plime.finalreport.fi/


5.1 Descriptionofmethod1

Project-based learning is a cooperative learning method where students explore and solve real-world problems and challenges. The students work in collaborative groups which have, already in the beginning of the project, a vision of the result. The students then try to find various solutions to the problems that arise during the project. The real-world problems are meant to motivate students to engage actively in learning that is student-centered, self-directed and meaningful. Project-based learning emphasizes communication and responsibility within the working group, too.

Project-based learning usually combines different subjects and skills. It develops the students organizational and research skills such as problem solving, decision making, investigative skills and reflection. It also allows creative and critical thinking and emphasizes the ability to work well with others. These are often called the 21st century skills.

Project-based learning is very close to problem-based learning. Both engage students in authentic real-world tasks or problems. They are student-centered, encouraging them to search for information and process it in different ways in groups. In problem-based learning students usually have a single problem to solve, whereas in project-based learning new problems can arise during the process. Therefore, project-based learning is usually more time-consuming and comprehensive. In practice, there is hardly any difference. The different steps of project-based learning/teaching are presented in the next figure. The whole process starts with assigning the working groups and ends with evaluation. The different steps are discussed in more detail in the next paragraphs.

1. http://edutopia.org/project-based-learning-guide-implementation

http://en.wikipedia.org/wiki/Project-based-learning

http://www.worksheetlibrary

http://www.edutopia.org/project-learning-introduction


Thestepsofprojectbasedlearning

1.AssigningworkinggroupsThis can be done randomly or according to cooperative learning principles, such as learning skills and competences, in order to make the groups as heterogeneous as possible. It is also important to make sure that all group members know that they have to participate in and contribute to the assignment.

2.Presentingareal-worldproblemThe topic of the project presents a real-world problem that the students can relate to and be interested in. The students can have several approaches to the problems they encounter, and the solutions can vary. The goals can be reached using different methods and via different routes.

3.OrganizingthegroupworkThe working methods, time line, roles and responsibilities must be defined first. This means that the students must organize their own work and manage their own time. They have to plan the project and divide the tasks between themselves.

4.ActiveandcollaborativelearningThe students learn to work both independently and as a team. Project-based learning also requires peer critique and cooperation. Several studies have shown that peer learning/teaching and group activities increase motivation and therefore improve the results. There is further information on motivation in the introduction of this chapter and on peer critique in the chapter of our Belgian partner.

5.Teacherguidance/feedbackThe teacher acts as a facilitator by initiating the project and giving guidance, input and feedback during the project. He encourages all the students to participate and ensures that the student accomplish their tasks as scheduled. Furthermore, overall planning including schedules, resources and sources of information are the teachers responsibilities. The role of a teacher is naturally dependent on the age of the participants and the extension of the project.

6.PresentingtheresultsThe process results in a publicly presented product or performance. It might be a Power Point presentation, a visual presentation of the work process, a video clip, or an activity. The audience can interact by imposing questions and giving feedback. The results of a project may be later used as teaching or motivating materials.

1. Assigning working groups

2. Presenting a real world problem

3. Organizing the group work

4. Active and collaborative learning

5. Teacher/ guidance feedback

6. Presenting the results 7. Evaluation


7.EvaluationAfter the actual project work has been completed, it is useful to evaluate the processes during the project as well as the results achieved. A final report of all the things to be taken into consideration in advance, the new insights created by or during the working process and the problems encountered provide valuable information not only for all the participants but for those who are interested in trying out project-based learning for the first time. It is important that vocational education prepares the students for the real world. The working life requires research skills, creative thinking and team work, which are also needed in project-based learning. The students might be more motivated when they are allowed to work actively and independently in a group without the teachers strict control.


5.2 Examplesofgoodpractice

We present four cases of project-based learning in our college. They were chosen to give a versatile picture of the topics and extensions of projects.

5.2.1 Photoorienteering

A teacher of Finnish as a mother tongue experimented photo orienteering as a means of project-based learning. The teacher chose a group of first-year students of electronics to do the project. They were given 8 to 10 hours to finish it. The aim was to use the photo orienteering tasks with the new students the following year. When the new students start their studies, they do not know the school campus nor each other. The tutor students can use this as a means of grouping the newcomers in the beginning of the school year.

The students were divided into groups of three or four. Each group was responsible for taking a certain number of photos of different places at the school campus and planning routes for going around and getting to know the campus. They were instructed not to make it too easy or in any way inaccessible to find the places. They also planned tasks or questions for each place. The route was supposed to take no more than 90 minutes. The students of the group involved as well as two other groups also tested the routes. In addition, they wrote the instructions and feedback forms as well as a final report of the project. When the routes and questions were tested, it happened according to the students instructions and they photographed the test walks and also gathered the feedback from the members of the test groups.


The students opinions on the project task were controversial, some of the electronics students found it interesting and different from the normal classroom teaching while others regarded the task tedious and irritating, for example, they did not enjoy walking around outdoors and taking photos. They were, however, all satisfied with results of their work. The students of the test groups mostly liked the walks around the campus and seeing all the different buildings there. Yet, many of them found some of the tasks or questions far too easy. The planning of the routes aroused critique, because the students had to go back and forth.

The teacher regarded the project as a rewarding and refreshing variation to everyday work in a classroom. In the beginning, both teacher and students had to get used to the uncertainty of changing and redefining plans continuously. Gradually, the students took a more active role and more responsibility of their actions. According to the teacher, this method of working is very similar to ones in the students future work places as ICT assemblers. It was interesting to notice that by dividing a comprehensive task into smaller parts and finally bringing the parts together, it is possible to cover larger areas of learning in shorter time. Every student does not have to do all the same smaller tasks at the same time in the same classroom. The teaching of grammar and writing rules became more practical and therefore also more meaningful for the students. The teacher is willing to continue implementing the methods experimented during this project.

The worksheet can be found in appendix 7.11

This method of working is similar to the ones used in real working life situations. The teacher

5.2.2 Presentationoftheschool

Two teachers of the North Karelia College were going to visit a vocational school in France and needed a short presentation of their school. They consulted a teacher of English, who presented the idea to a group of students of information and communication technology. They formed groups of 2-3 students and divided the topics between themselves. Each group designed one page on Power Point with text and pictures. There was not much time before the departure, so the students had only 2-3 hours to finish the project. The presentation was shown to all the members of the group who commented on it, which resulted in some alterations on the text.

The motivation for completing the presentation arose from a real-life problem and therefore it interested the students. One of them was even planning to present it during his on-the-job training period abroad. Nevertheless, some problems occurred during the project. Firstly, the school vocabulary in English caused some difficulties. Secondly, some topics were too difficult for some of the groups. The teacher could have influenced more on the selection of the topics and the groups. Also, the teacher had to proof-read and correct the texts because they were going to be presented in public.


5.2.3 Accesscontroldevice

The project initiated in a problem detected in a classroom in the electrical department. A theory classroom was located between two workshops and the students and teachers were going through the classroom and disturbing the teaching. A group of students was given the task to solve the problem. The group consisted of two Finnish and two Turkish students who planned and constructed an access control device together.

The aim of the project was to decrease the disturbance. The device shows a red light when the classroom is occupied and a green light when it is vacant. It contains two components: a control unit with traffic lights outside the theory classroom and a motion sensor inside. In order to construct the device the students had to exploit programmable logics.

The international co-operation provided challenges. The mutual language was English, which developed the students language and communication skills but at the same time it was stressful for them to get themselves understood during the two weeks. The group members taught each other new vocational skills. The Turkish students were not familiar with the technology used. Therefore, the Finnish students had to guide them through the process. This is an excellent example of peer teaching.

The students presented the project work to the students and teachers of electrical engineering and information technology. Thus, it served as a way of transferring good practices inside our own school.The device is now operating and used daily. It has decreased the disturbing interruptions of classes. All in all, this proved to be a very successful, practice-oriented project.

This method was new to us; it was relaxing and educating. We learnt a lot of new things. The Turkish students.

5.2.4 JOEOUTOAUTO-project

This project was realized in co-operation with the electrical department in Outokumpu College of the North Karelia College and the automotive department in the Joensuu College of Technology. So it combined vehicle technology and electronics. The Finnish Ministry of Education encourages this kind of co-operation between different fields of vocational education. However, this project was unique in Finland at the time.

The aim was to design a teaching platform of automotive electronics. As CAN bus system has been used in cars since the beginning of the 21st century, it was considered necessary to try to find a motivating way to teach it to the automotive students. Some of the more advanced students, three car mechanics students and three electronics students were given the task. They decided to construct the


platform on a car frame. First they all learnt about Matrix Multimedia software and Flowcode programming with a control unit called MIAC. All the learning materials and plans were stored on the Moodle for all the participants to use. Then the students from Outokumpu designed the program and the students in Joensuu installed the control units for the lights and hifi audio systems. They also built some body parts by welding steel panels onto the car frame. Finally, vehicle painters painted the car body.

This project was very successful. It gave the advanced students an opportunity to work independently. They decided on the individual tasks and solved the problems within the group, while the teachers in both colleges only planned and controlled the schedules. The project took nearly five months, which was longer than scheduled, but the students worked on it only on two days a week. In addition, the distance of 50 kilometers between the colleges was one of the reasons for the delay. In general, practical work tasks tend to take more time than planned.

5.3 Conclusions

Project-based learning has many key success factors, as presented in the scheme. The projects provide variation in teaching and learning. The connection to real life increases motivation. Working in teams often gives better results than individual efforts. Combining different points of view, compiling and processing ideas lead to more advanced and comprehensive ideas. The self-directedness of the students and the controlled freedom of thinking with the constant support of the teacher provide a safe way of experimenting things. The project-based learning is thus a means of self-expression and individualization. In addition, as the students take responsibility for their learning, their self-esteem improves and they become more independent. Simultaneously, they learn from each other.


Properties of project-based learning

There are also some obstacles. The resistance to change among teachers and students is constantly present. It is not easy to break away from old habits and patterns. All that is new is challenging and frightening.

Each teacher is responsible for developing his teaching, but the time for it is limited. It is not easy to introduce new methods to the students and it takes time to get the methods established. New kind of teaching requires more preparation and planning, too. The role of the teacher changes from the traditional provider of information to the facilitator of learning. In project-based learning the students make errors and changes during the learning process and the teacher has to learn to tolerate the uncertainty. Teaching the students for longer periods of time gives the advantage of knowing them better and being able to adjust the methods and tasks according to the needs of the group and the individual members of the group. It is also easier to allocate the tasks so that they are not too demanding. The teacher has to think about multiple means for assessing the students work during the project and after the completion of the project.

PROJECTBASED

LEARNING

REALWORLD ORIENTED MOTIVA-

TINGCREATIVE

FLEXIBLE

SELF-DIRECTED

DYNAMIC

STUDENT-CENTERED

COLLABO-RATIVE

COMMU-NICATIVE

INTEGRA-TING


It is often the students who oppose to the methods they are not used to. Students might find it difficult to start working in a new group. Some of the tasks can be too demanding, too. It can be irritating to search for information, make decisions, do deductive reasoning and think critically instead of just mechanically solving well-formulated and premeditated tasks prepared and chosen by the teacher. If the student cannot see any specific goal for the project in advance, it is challenging to maintain interest and responsibility.

The projects vary in content and complexity of the problem explored. They can have multiple learning goals depending on the extent of the activities and relate to one or several subjects. The projects can involve a whole class of students, a small group of them or even some individual students who require different type of learning methods.

The learning process itself should be valued. Although traditional teaching methods are often considered to follow the curriculum very precisely and to ensure the learning results to the maximum, there is no guarantee of every student learning the same things to the same extent. Therefore, project-based learning can offer a valuable alternative for teachers to utilize the different characteristics and skills of their students in order to create a more holistic approach to learning and teaching.

55 Chapter 6: Geocoaching, moodle and interactive tools | TL+Q | Inspiration Book 3

Chapter6

Geocaching,moodleGeocaching,moodleandinteractivetoolsandinteractivetools

Students motivation is a vital factor for classroom effectiveness and school improvement. Commonly assumed to be a positive aspect that is influencing an individuals behaviour and performance at work every teacher is aware of its importance to increase students self-esteem, to achieve better results and to build interest on the different subjects that students study at school.The final motivation for our school projects to be implemented was the need to diversify and to bring different activities and methods to school and the classroom according to the feedback given by our students and their parents.Because its not always possible to provide students with outdoor activities or tasks in every class, theres the need to bring motivating methods and techniques into the classroom in order to increase their interest inside the classroom. In our school we use Moodle Platform and interactive whiteboards two IT tools offering many possibilities to be applied in the classroom.

6.1 Geocaching

It is an outdoor activity that works like a treasure hunting game where you use coordinates and precise points to hide and seek containers. It provides the students with lower motivation levels or students feeling more and more disconnected from school work and subjects a way to discover that the information they get in class is going to be useful on different levels of their everyday life.

A typical cache is a small waterproof container containing a logbook where the geocacher enters the date he finds it and signs it with his established code name. Larger containers such as plastic storage containers (Tupperware or similar) or other boxes can also contain items for trading, usually toys or objects of little value. Then he records the GPS coordinates. These coordinates, along with other details of the location, are posted on a listing site online.

Geocaching is often described as a game of high-tech hide and seek. Geocaches are currently placed in over 100 countries around the world and on all seven continents, including Antarctica. After 10 years of activity there are over 1.3 million active geocaches published on various websites. There are over 5 million geocachers worldwide.


If a geocache has been vandalized or stolen it is said to have been muggled. This word plays on the fact that those not familiar with geocaching are called muggles, a term borrowed from the Harry Potter series of books which was rising in popularity at the same time geocaching started. Geocaches vary in size, difficulty, and location. (See appendix 7.12)

6.1.1 Practicaldescription

A group of teachers from several subjects/areas of knowledge (English language, Citizenship, Mathematics and Physics/Chemistry) joined in order to organize an activity that would not only be fun, motivating and interesting for students but also could show them how they can use what they learn in school in several daily situations. The main goal of the Geocaching activity was to connect some of the studied contents and the history of Almada and show our students how fun learning can be.The group of teachers contacted the Almada Archaeology Centre in order for them to provide with some data about the city of Almada, especially in the Almada Velha area which is near the school, so that the teachers could do some research and try to link the history of the city to the contents of the subjects they were teaching.The Almada Archeology Centre was so interested in the activity that they offered the school a partnership, so they could provide the data and also use the caches and include them on their website. This way, the geocachers from all over the world will be able to access the caches and, visiting Almada, use them to discover some more information about the area.

The teachers decided that the activity would be directed for the second-year students (in a three year course) and that each class would participate with teams of 4 or 5 students. The school had six second-year classes and all of them would be participating. The purpose was to have all the students joining the activity and not only one team per class.Using contents from Mathematics and Physics the teams goal would be to find out two middle points and then, by solving some puzzles and tasks, get to a final location where the main cache would be. Their only help would be a compass and the knowledge acquired in class. As one teacher would supervise each team, the activity was implemented on several days, so that one class at the time, everyone would be able to participate in the game. The winner of the Geocaching activity would be the class that finished the game in the best time.

The teachers created several clues, charades and word games that the students should read and solve in order to find the places where the caches were and finish the entire route. They hid the caches on places in the street (a fountain, a hole on a wall, for example) and left some marks so the teams would find what they were looking for.The students were warned that they should be careful in order to avoid muggles to know what they were doing, so the teams should be discrete and quiet when


searching for clues and caches in the streets.The teams didnt start all at the same time because the element of surprise and discovery of the clues would be ruined so the following team could only start when the previous one had abandoned the first location after they had discovered the first cache and clue.In order to be the fastest, the students ran from location to location, only stopping when they had to search the place and find out the clues/ caches.The teachers were not allowed to help the teams they were following and their only tasks were checking if the teams were not cheating (asking for help outside the team or the people who were walking in the streets) and giving the students the following clues and tasks so they could finish their game.The activity scores were divided in two different categories: the class teams were competing to be the fastest in their class and the six classes were competing among them in order to find out which one was the fastest from the whole game. At the end of the activity the class teams had not only been competing among each other but they were working together in order to be the fastest class and win the game.The winning class/ team received a prize.

A description of every step can be found in the Appendix 7.13


6.1.2 Conclusions

The Geocaching activity is very important in order to increase the levels of motivation of our second-year students who tend to develop low levels of interest in school activities and tasks in the middle of the school year. One of the most significant reasons of their lack of interest and motivation is the feeling that the subjects they are learning at school are not applicable in the real world in other situations outside school. With this activity they are able to discover things about their citys history, using some contents learned at school and also having a good time outside, playing and having fun with their classmates.

Positiveaspects: encouraging team work: the students have to work as teams in order to accomplish the tasks they were given

encouraging students to join different activities showing students how school subjects are related to everyday life: they should be able to use their knowledge in several daily tasks

promoting the discovery of the history of the community they live/study in bring teachers and students closer: the relationship among teachers and students is softened when they participate in activities outside the school enclosure

stimulating competition: the teams are working for a common goal and they want to belong to the best class

increasing motivation and interest levels: students feel motivated and happy to go to school not seeing it as an obligation or a punishment


As we dont find major negative aspects in this kind of activity, we are totally aware of some aspects that are important and should be monitored in order to control the state of the activity and its participants:

clues and caches are hard to hide: we had to replace two caches because days before the activity the previous ones had been removed from their locations. Its important to be discrete when hiding the clues

it can be necessary to ask for permission in order to hide the caches or clues. Not everyone is willing and open to participate in these activities

the activity depends on weather conditions: cold and rain are obstacles for students to participate

some tasks can take so much time or be so hard to complete, the students can get frustrated and want to give up

as the students are not aware of the difficulty and complexity of creating an activity like this one, they might think that the game is too short. For this school year the teachers could only create two middle points and one final point but they want to continue building up more and more clues and caches

being part of the Geocaching community, the caches and clues must be accurate so that geocachers are able to find them if they visit the city. At the same time, someone should check from time to time if everything is in its place and if muggles are surrounding the area

the most important aspect of the development of an activity like this is to help students to feel motivated for their school activities and to allow them to understand that they dont have to be in the classroom in order to learn things that are useful and interesting

6.2 Interactivewhiteboard

The interactive whiteboard is a large interactive display that connects to a computer desk and projector. A projector projects the desktop onto the surface of the board, where users control the computer using a pen, finger, stylus, or other device. The board is typically mounted to a wall or on a floor stand. They are used in a variety of settings, including classrooms at all levels of education, in corporate board rooms and work groups, in training rooms for professional sports coaching, in broadcasting studios and others.

Uses for interactive whiteboards may include: Running software that is loaded onto the connected PC, such as a web browser or proprietary software used in the classroom

Capturing and saving notes written on a whiteboard to the connected PC Capturing notes

Documents

TLQ-BOOK-3-Motivating Teaching and Learning Methods